Reconfiguring Digital Literacy as a Pedagogical Ecosystem: A Participatory Action Study of Digital Library Integration in Curriculum Reform

Abstract

Background: Digital literacy remains unevenly integrated within curriculum reform, particularly where digital library infrastructures are underutilized as pedagogical resources. This gap reflects a structural disconnection between technological provision and meaningful learning practices in secondary education.

Aims:
This study aims to reconceptualize digital literacy as a pedagogical ecosystem by examining how participatory digital library integration can support curriculum reform and foster student autonomy.

Methods:
A Participatory Action Research (PAR) design combined with mixed methods was employed through three iterative cycles involving mentoring, socialization, and guided implementation of a digital library system. Quantitative data were analyzed using N-Gain, while qualitative data were derived from observations and interviews to capture shifts in learning practices.

Results:
Findings indicate a high level of effectiveness in improving students’ digital literacy competencies, particularly in navigating digital resources and engaging with academic content. The intervention also enhanced students’ learning autonomy and strengthened librarians’ roles as active facilitators within the learning process.

Conclusion:
This study demonstrates that digital literacy should be reframed beyond technical competence toward a dynamic pedagogical ecosystem that integrates infrastructure, participation, and curriculum practice. The findings highlight the transformative potential of participatory approaches in bridging institutional and pedagogical gaps. By positioning digital libraries as integral learning environments, this research contributes to advancing socially responsive and contextually grounded educational practices, offering a scalable model for curriculum reform in diverse educational settings.